Why Language Teachers Need Business Cards

February 28, 2011

Often, I have heard that schools or programs consider it too expensive to give out business cards to staff or faculty. How ridiculous!

Your staff and your faculty are ambassadors for your program. They talk to people all the time about what they do, where they work or what they teach… in business meetings, at family gatherings, at social events. Consider these two scenarios:

One of your teachers meets a foreign man at a social event. He wants to send his son abroad to study languages. He begins to talk to your teacher about the program and is impressed with what he hears. He asks for your teacher’s card so he can contact him for more details.

Scenario #1: Your teacher says, “Oh sorry… I don’t have a card… Let me write down the e-mail for you on a napkin… Ummm… Do you have a pen, by any chance?”

Or

Scenario #2: Your teacher says, “Of course! Here you go. All the contact information is right there. If you e-mail us at that address, we can get an information package out to you right away. We’d be delighted to have your son study with us!”

Information that can be included on a business card includes:

  • Individual’s name
  • Organization name
  • Organization street or mailing address
  • Organization phone number (with the area code, and if you are doing business internationally, your country code, too)
  • E-mail
  • Website
  • Facebook page
  • Twitter username
  • Skype username

There are many companies who offer templates for business cards. Big box office stores are a good place to start, but also check out online printing businesses. If you can’t afford a graphic designer, use a template to keep the design clean and professional.

In the big picture, business cards are not expensive when you consider the incredible marketing force your staff and faculty can be for you. By providing them with business cards, you are treating them as the professionals they are.

Not only will this help to build their loyalty to the program, it also demonstrates to others  that you respect and honour your staff enough to provide them with the tools necessary to endorse your school.

Order business cards for each and every member of your team today.

This post is adapted from “Idea #20: Give your staff their own business cards ” in 101 Ways to Market Your Language Program

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Marketing Language and Literacy Programs: Focus on the benefits

February 21, 2011

Marketing materials are meant to draw in customers. You want to show them how they’re going to benefit from your program. This does not mean making false promises, but it does mean showing them what they will learn, how they will grow and what they will experience. Consider the difference between these two statements:

Option 1: “Our program is 13 weeks long and we offer classes at the beginner, intermediate and advanced levels.”

Option 2: “Whether your level is beginner, intermediate or advanced, we have a 13-week comprehensive program to fit your needs.”

The first statement is a description focused on the program. The second is a persuasive statement focused on how the student benefits from having a comprehensive program at the right level for him or her. It also uses the word “you” more.

Too many educational marketing materials focus on describing programs, rather than highlighting the benefits to the students. Sometimes lots of information is given with no indication to the student that he will actually benefit from any of the services provided.

What do your own materials say? Do they highlight the benefits of your program? If not, now is the time to re-work them.

This post is adapted from “Idea # 13: Focus on the benefits ” in 101 Ways to Market Your Language Program

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

How a Video Yearbook Creates Great Memories & Promotes an ESL Program

January 29, 2011

My friend, Felix Wöhler, Director of English Encounters recently shared his school’s 2010 video yearbook with me. It’s an amazing example of:

  • How to capture excellent memories for your students
  • How to promote a language school with the use of video (without any hint of a hard sales approach)
  • How to use digital media to showcase your work.

Check it out. It’s worth watching. English Encounters 2010 Video Yearbook.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on How a Video Yearbook Creates Great Memories & Promotes an ESL Program | language program administration, marketing, second languages, Uncategorized | Tagged: , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Sample Form: Host Family Application

January 25, 2011

Selecting host or billet families for a program that welcomes international students is an in-depth process. To help you with the process, here’s a sample form that I developed.

Feel free to use it as a template or modify it to suit your needs.

Sample Form for Prospective Host _ Billet Families

Here’s what the form looks like (posted on Scribd.com):

View this document on Scribd

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Be positive in all your marketing materials – avoid negative words

January 24, 2011

There’s a theory that says if you project negativity, you will get negativity in return. So if you fill your marketing materials with rules and regulations about what students must not do and what the program will not provide, chances are you will not attract very many students.

Review your marketing materials looking for negative words – “no”, “not”, “never”, “can’t”, “won’t”, “shouldn’t”, “don’t”, etc. Then, change the sentences to give them a positive spin. For example, “Classes are no larger than 15 students” can be changed to, “Your class will have a maximum of 15 students.”

Another classic example: “Don’t hesitate to contact us” can be changed to a positive statement, starting with a strong action verb: “Contact us today to reserve your place in our course!”

Precisely because our schools often have strict policies and procedures, we find ourselves mentioning what can’t be done and what is not allowed. We need to remember that marketing materials are not the same as application and registration forms, policies, procedures or waivers. It’s important that every document serve its purpose. Marketing materials are meant to generate interest and make students want to take part in your courses. Tell your students what you will provide, what they will experience and what they can expect. Focus on a having a positive, simple, upbeat tone, filled with action verbs.

Fill your marketing material with positive, energetic words and you are likely to generate positive feelings in your prospects. That could lead to an energetic, “Yes, sign me up!”

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This post is adapted from “Idea # 12: Be positive in all your marketing materials – avoid negative words” in 101 Ways to Market Your Language Program

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

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